Inquiry: Inquiring Minds Want to Know

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Description: Most models of inquiry follow the same general cycle (Audet and Jordan 2005, 14; Stripling 2003, 7; Kuhlthau, Maniotes, and Caspari 2007, 17-20; Short et al. 1996, 18, 157): * Tap into prior experience, background knowledge * Generate intriguing questions or problems that can be investigated * Develop a plan for investigation * Select resources-select, analyze, and evaluate information that addresses the questions or problems * Organize information, find patterns, draw conclusions and new understandings * Create demonstration of learning and share with others * Reflect on the process and product of learning; generate new questions All research is messy and recursive; inquiry is more so because no one knows the end. Because the aim of inquiry is active discovery, library media specialists and classroom teachers can employ formative assessment to track the actions of students and assess their progress in attaining and using skills and dispositions throughout the inquiry cycle.\n Inquiry about literature (both fiction and nonfiction) must be very text-based with background material used as a context for interpretation of the text.
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